NLC23 - Grade 8 Consolidation Mathematics Student Workbook - Final

8
Consolidation
Learning Camp
Mathematics
Student Workbook
Contents
Introduction for Students ....................................................................................................... 1
The Plan ............................................................................................................................ 1
Time in class ..................................................................................................................... 1
Mistakes ............................................................................................................................ 1
Practice ............................................................................................................................. 2
It is important that you try and try again ............................................................................. 2
Mathematics Grade 8 Worksheet 1 ....................................................................................... 3
Factors of Trinomials ......................................................................................................... 3
Problems with Polynomials ................................................................................................ 5
Simplifies Rational Algebraic Expressions ......................................................................... 8
Mathematics Grade 8 Worksheet 4 ..................................................................................... 10
Solves Problems with Rational Expressions .................................................................... 10
Co-Ordinate Geometry .................................................................................................... 12
Consolidation 1 Patterns and Algebra ............................................................................. 16
Applications of Co-Ordinate Geometry ............................................................................ 19
Solving Problems using Co-Ordinate Geometry .............................................................. 22
Simultaneous Equations .................................................................................................. 25
Mathematics Grade 8 Worksheet 10 ................................................................................... 28
Inequalities ...................................................................................................................... 28
Relations and Functions .................................................................................................. 31
Consolidation 2 Number Plane, Simultaneous Equations and Functions ......................... 35
If then Statement ............................................................................................................. 38
Congruent Triangles ........................................................................................................ 40
Proof and Properties of Parallel Lines Cut by a Transversal ............................................ 43
i
Probability ....................................................................................................................... 46
Illustrates Experimental and Theoretical Probability......................................................... 48
Consolidation 3 If then, Congruence, Parallel Lines and Probability ................................ 51
Factors of Trinomials ....................................................................................................... 54
Problems with Polynomials .............................................................................................. 56
Simplifies Rational Algebraic Expressions ....................................................................... 58
Solves Problems with Rational Expressions .................................................................... 61
Co-Ordinate Geometry .................................................................................................... 63
Consolidation................................................................................................................... 65
Simultaneous Equations .................................................................................................. 67
Congruent Triangles ........................................................................................................ 70
Proof ............................................................................................................................... 72
Probability ....................................................................................................................... 74
Experimental and Theoretical Probability......................................................................... 76
Consolidation................................................................................................................... 78
ii
Introduction for Students
Welcome to the National Learning Camp. You are probably aware that this Camp is only open to students,
like yourself, who have just completed Grade 7 or Grade 8 in schools across the country.
Like you, they have also chosen to volunteer to be part of this important national education program. One
focus of this program this year is on three subjects English, Mathematics, and Science.
The Plan
The plan is for you to attend school on three days each week. These days are Tuesday, Wednesday and
Thursday.
You will take part in six specially developed lessons each day. These lessons are designed to review the
content that you have completed. This will help you further strengthen your learning.
There will be opportunities in each lesson for you to practice communication skills with other students and
your teacher, and to experience applying, the knowledge you have gained in:
 solving Mathematics problems.
 understanding (comprehending) what you are reading in English.
 interpreting the natural world through applying Science evidence.
Time in class
How you use your time in the lessons is very important. You will only have 45 minutes for each lesson. It is
critical that you work with the teacher and your class-mates as closely as you can.
Every minute is valuable. This means you will be expected to:
 start each lesson as quickly as possible
 recognize the lesson pattern and help the teacher as you move from one component to another
 pay attention when the teacher or students in your class are talking about the work, and
 try your best with the different activities that make up the lesson.
You will have the opportunities to write down your answers and explain to the teacher or classmates your
reasons or justifications for your thinking or responses. There will be time for you to work on your own but
sometimes you will talk to or work with your classmates to find answers and report them to the class.
Mistakes
One important fact from Brain research is relevant to you and everything you learned. It might surprise
you! It concerns making mistakes.
Critical to improve all learning is when a genuine mistake is made by the person that:
 is not ashamed or embarrassed
 is very willing to talk about his/her mistakes
 really tries to understand why the error was a mistake
 uses the mistake to help him/her to learn from it
 finds out how to correct the mistake.
Too often learners are embarrassed or felt they have failed because of errors/mistakes. This should not be
the case. Everyone makes mistakes as they learn new things– everyone.
An interesting quote by a very famous scientist, Niels Bohr, who won a Nobel Prize for Physics, said:
An expert is a person who has made all the mistakes that
can be made in a very narrow field.
1
Everyone makes mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that
you are moving your learning forward or, maybe, you need to return to earlier learning and fill in some
gaps.
Mistakes and/or errors tell you and the teacher about your thinking and where you need help or practice
(we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it
will help you both know what new learning is needed.
You might be surprised, but if you do not make genuine mistakes and fix them, your learning will not move
forward efficiently.
Practice
If you want to be good at something, you must practice it. Practice alerts the brain that this information
needs to be remembered and to store the information in your head.
This is the way the brain works; this is the way the brain learns. Learning, anything from learning sport,
learning about your peers, to learning academic work in school, requires effort and that means practice.
Exerting effort is not a punishment and does not need to be painful. As effort can lead to success it can be
enjoyable, at least the results. If you want to learn, effort must be there, and activities need to be
repeated. There are no tricks. This is what the brain needs.
It is important that you try and try again
Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you
where and how you are doing better. To be as good as you can be will only be known if you try.
The Extensive Team of Educators and Teachers involved in the National Learning Camp wish you well in
your education future. For the Learning Camp, and your work when you return to school, our hope is for
you to take any new knowledge, skills and understandings you have acquired to learn more, and to use it
also to want to learn more.
Best Wishes
2
Mathematics Grade 8 Worksheet 1
Factors of Trinomials
Component 1: Short Review

1. Factorize 3𝑥𝑥 + 12
2. Factorize 4𝑥𝑥 2 + 20x
3. Factorize 𝑥𝑥 2 + 5𝑥𝑥 + 6
4. Factorize 𝑥𝑥 2 − 9
5. Factorize 9𝑏𝑏 2 -3b +2
Component 3: Lesson Language Practice
Key words/terms are:

Product – the result of two or more numbers when multiplied together.
Factor – numbers or terms that divide exactly into another number or expression.
Squares – a number that is multiplied by itself.
Expand – to expand brackets, or multiply out, involves multiplying every term inside the bracket by the
term on the outside and then collecting like terms with the aim of removing the set of brackets.
Factorizing – find what can be multiplied to get a given expression.
Component 4: Lesson Activity
Component 4A
The square of a number equals 16 times that number. What is the number?
Component 4B
i) Write an equation to show the information in the problem.
ii) Simplify the expression.
iii) Solve the problem.
3
Component 4C
The sum of the ages of a mother and daughter is 39. The mother is 3 years younger than the square of
the daughter’s age. How old is the mother and the daughter?
Q1. Write expressions to show the information in the problem.
Q2. Form a trinomial using your expressions from Q1.
Q3. Factorize to solve the problem.
Q4. Why is one of the solutions not useable?
Q5. What are the ages of the mother and daughter?
Component 5: Lesson Conclusion
4
Problems with Polynomials
Q1. Expand 3(2𝑥𝑥 + 5)
Q2. Factorize 24𝑎𝑎 − 16𝑎𝑎2
Q3. Expand and collect like terms to simplify 3𝑥𝑥( 2𝑥𝑥 + 7) + 6𝑥𝑥( 8 − 5𝑥𝑥)
Q4. Factorize 𝑥𝑥 2 + 7𝑥𝑥 + 6
Q5. Expand (3𝑏𝑏 − 5)2
Expression – numbers, symbols and operation grouped together.

Simplest form – an expression is in simplest form when it cannot be simplified further.
Represent – to show or stand in place of.
Perimeter – the total length of a boundary or the distance around the outside of a shape.
Area – the space enclosed by the boundary of a plane figure
5
Component 4A
Joe is planting a garden full of flowers for the summer. He wants to plant carnations, roses,
lilies and violets. He has to have a field that is broken up into different sections for each type
of flower to be planted as each flower has its own growing needs. He is unsure how big a plot
of land he will be able to use. The plan of the field is shown below.
x+3 2x - 4
x+1
x+2
carnations roses
lillies
2x + 4
2x+5
violets
Component 4B
Read the above and answer the four questions below.
Q1. Write an expression to represent the south side of the garden in its simplest form.
Q2. Write an expression to represent the perimeter of the garden in its simplest form.
Q3. Why would this expression be useful for Joe?
Q4. Write a polynomial expression for the area of the carnations plot?
6
Component 4C
Q1. Write an expression to show the perimeter of the violets in its simplest form.
Q2. Write an expression for the area of the whole garden in its simplest form
Q3. Write a different expression for the area of the whole garden.
7
Simplifies Rational Algebraic Expressions
Simplify these expressions as far as possible:

8
Q1. 20
12𝑥𝑥
Q2. 3
6𝑥𝑥
Q3. 12𝑥𝑥𝑥𝑥
16𝑥𝑥 2 𝑦𝑦
Q4. 24𝑥𝑥 3 𝑦𝑦 4
Simplify – reduce the expression into a simpler form.

Expression – a set of terms combined using the four operations.
Cancel – simplify a fraction by dividing both top and bottom by the same amount.
Common factor – numbers or terms that divide exactly into a number or expression.
Component 4A
Jane wants to practice her algebraic fraction skills. Her teacher suggested she do some extra
problems to help her consolidate her skills. Jane practiced and practiced lots of questions until
she could confidently simplify a number of algebraic fractions into their simplest form.
Component 4B
Simplify each algebraic fraction:
18𝑎𝑎
Q1. 24
28𝑏𝑏𝑏𝑏
Q2. 8𝑥𝑥
8
27𝑥𝑥 2
Q3. 18𝑥𝑥
30𝑎𝑎3
Q4. 25𝑎𝑎2
12𝑥𝑥 5 𝑦𝑦 3
Q5. 15𝑥𝑥 4 𝑦𝑦 6
Component 4C
After Jane completed these questions correctly, she decided to do some more difficult questions to
make sure she really understood how to simplify algebraic fractions.
16𝑎𝑎2 3𝑏𝑏 3
Q1. 12𝑎𝑎2 9𝑏𝑏5
25𝑚𝑚4 16𝑘𝑘 8
Q2. 20𝑘𝑘 4 15𝑚𝑚5
10𝑥𝑥 3 12𝑦𝑦 7 7𝑧𝑧 10

Q3. 8𝑥𝑥 6 15𝑦𝑦 4 21𝑧𝑧 8
9
Solves Problems with Rational Expressions

Simplify these expressions as far as possible:
6𝑥𝑥
𝑥𝑥 2𝑥𝑥
Q2. 3 + 5
3𝑥𝑥−6 2𝑥𝑥+1
Q3. 5
– 3
3 𝑦𝑦+1
Q4. 2𝑥𝑥 − 3𝑥𝑥𝑥𝑥

Expression –- a set of terms combined using the four operations.
Common factor – numbers or terms that divide exactly into another number or expression.
Component 4A
Joe is a cook in a restaurant. Joes uses algebraic expressions and formulae to determine how
many boxes of vegetables he needs to buy to cook his meals each night. The number of boxes
of vegetables determines how much soup he can cook.
On a particular night, Joe intends to make carrot soup. The number of boxes Joe will need is
determined by the expression:
𝑦𝑦 + 1 𝑦𝑦 − 1
+
2 3
where y is the number of boxes of carrots.
Component 4B
Q1. Simplify this expression.
Q2. There are 51 people booked into the restaurant that night. If each person has carrot soup,
how many boxes of carrots will Joe require?
10
Q3. On a previous night, Joe purchased 125 boxes of carrots. How many people was he expecting
at the restaurant?
Component 4C
Joe decided to cook potato soup to include in his menu at the restaurant. The number of potato
soups that can be cooked was determined by the expression:
2𝑥𝑥 + 1 𝑥𝑥 − 1
+
5 2
where x is the number of boxes of potatoes required.
Q2. There are 60 people booked into the restaurant that night. How many boxes of potatoes will Joe
require if every person has potato soup?
Q3. Joe buys 40 boxes of potatoes. How many people will be able to have potato soup?
11
Co-Ordinate Geometry
Questions
Q1. For the two points (2,5) and (-1, 7) on a number plane, calculate:
a) The gradient of the interval which joins them.
b) The distance between them.
c) The midpoint of the interval which joins them.
Q2. Complete the co-ordinates in the table for 𝑦𝑦 = 3𝑥𝑥 + 2
x -2 -1 0 1 2 3 4
a) Where does the line cross the x-axis? (x-intercept) Name the co-ordinates of the point.
b) Where does the line cross the y-axis? (y-intercept) Name the co-ordinates of the point.
c) What is the gradient of the line?
d) What do you notice about the gradient of the line with reference to the equation of the line?

Distance – is the shortest distance between two points is a straight line.
Gradient – is the steepness and direction of a line as read from left to right.
Co-ordinate – are two numbers which locate a specific point on a coordinate plane.
Variable – is a quantity that can be changed and is not fixed.
Dependent – dependent variable is one that depends on the value of another number.
Independent – a dependent variable in an equation that may have its value freely chosen without
considering values of any other variable.
12
Component 4A
Emma really likes to eat chocolate. A friend gave Emma a large block of chocolate to eat over
the weekend. On Saturday morning, Emma ate 2 squares from the block of chocolate and
decides to eat 3 more squares every hour over the weekend.
Let C be the total number of chocolate squares Emma eats over the weekend and let h be the
number of hours Emma spends eating chocolate.
Component 4B
Read the above and then answer the following:
Q1. What are the independent and dependent variables?
Q2. Complete the table.
Time (h) x-axis 0 1 2 3 4 5
Number of chocolate squares (C) y-axis
Q3. How many squares of chocolate would Emma have eaten after 7 hours?
Q4. If the chocolate block contained 48 squares, how many hours would it have taken to eat the
entire block of chocolate?
Q5 Plot the graph of the coordinate points from the table.
13
Q6. Is the relationship between the time and the squares of chocolate linear? Why?
Q7. Why is the graph only in the first quadrant?
Component 4C
Q1. Show that the point (1,3) lies on the line 𝑦𝑦 = 2𝑥𝑥 + 1
Q2. What is the gradient of the line 𝑦𝑦 = 2𝑥𝑥 + 1?
Q3. What is the y-intercept of the line 𝑦𝑦 = 2𝑥𝑥 + 1?
Q4. Write the equation of a line that would be parallel to the line 𝑦𝑦 = 2𝑥𝑥 + 1.
Q5. Write the equation of a line that would have the same y-intercept as the line
𝑦𝑦 = 2𝑥𝑥 + 1.
Q6. Show that the point (1,3) lies on the line 𝑦𝑦 = −2𝑥𝑥 + 5
Q7. Explain graphically how (1,3) lies on both the line 𝑦𝑦 = 2𝑥𝑥 + 1 and the line 𝑦𝑦 = −2𝑥𝑥 + 5
14
15
Consolidation 1 Patterns and Algebra
Component 1. Short Review

Factorize:
Q1. 10𝑎𝑎 + 5
Q2. 𝑥𝑥 2 + 7𝑥𝑥 + 10
Q3. 6𝑚𝑚2 + 13𝑚𝑚 − 5
Q4. 12𝑚𝑚2 − 16𝑚𝑚𝑚𝑚
Q5. 𝑦𝑦 2 − 𝑦𝑦 − 20
Component 3: Language Practice

key words/terms are:
Expression, simplest form, represent, perimeter, area, cancel, simplify, common factor, product,
squares, expand, factorize, distance, gradient, co-ordinate, variable, dependent, independent.
Component 4A
Factorize:
Q1.7𝑎𝑎 + 21
Q2. 𝑥𝑥 2 − 7𝑥𝑥 + 10
Q3. 4𝑚𝑚2 − 12𝑚𝑚 + 5
Q4. 15𝑚𝑚2 − 20𝑚𝑚𝑚𝑚
Q5. 𝑦𝑦 2 − 𝑦𝑦 − 20
16
Component 4B
Expand:
Q1. 4(3𝑥𝑥 + 5)
Q2. (2𝑎𝑎 + 5)2
Q3. (3𝑚𝑚 − 5)(3𝑚𝑚 + 5)
Simplify:
3𝑎𝑎𝑎𝑎
Q1. 18𝑎𝑎2 𝑏𝑏3
25−𝑥𝑥 2
Q2. 𝑥𝑥+5
25𝑥𝑥 2 12𝑦𝑦 3
Q3. 15𝑥𝑥 3 16𝑦𝑦
Component 4C
On a number plane, graph the line 𝑦𝑦 = 3𝑥𝑥 − 5
Q1. What is the gradient of the line?
17
Q2. What is the y-intercept of the line?
Q3. On the same number plane, graph a line parallel to 𝑦𝑦 = 3𝑥𝑥 − 5.
18
Applications of Co-Ordinate Geometry

Questions
Q1. What is the gradient of the line 𝑦𝑦 = 3𝑥𝑥 − 7?
Q2. What is the y-intercept of the line 𝑦𝑦 = 3𝑥𝑥 − 7?
Q3. Rewrite the equation of the line 𝑦𝑦 = 3𝑥𝑥 − 7 in the form 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 = 0
Q4. Write an equation of a line parallel to of the line 𝑦𝑦 = 3𝑥𝑥 − 7
Q5. Graph the line 𝑦𝑦 = 3𝑥𝑥 − 7 on a number plane and then graph your line from Q4.
Q6. How do you know the lines are parallel?
19
Parallel Lines – are lines in a plane that are always the same distance apart, do not intersect.
Perpendicular Lines – are lines that intersect at a right (90 degrees) angle.
Intercept – is the point where the line crosses the x-axis, called the x-intercept, and the point where the
line crosses the y-axis, called the y-intercept.

Component 4A
Line A is parallel to the line with equation 2𝑥𝑥 − 𝑦𝑦 = 7 and passes through the point (2, 3).
Line B is perpendicular to the line with equation 4𝑥𝑥 − 3𝑦𝑦 + 3 = 0 and also passes
through the point (2, 3).
Line C intersects with line A where it cuts the y-axis and intersects with line B where it cuts
the x-axis.
Component 4B
Q1. Determine the equations for all three lines. Give answers in the form 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 = 0.
Q2. Sketch all three lines on the same number plane.
Q3. Determine whether the triangle formed by the three lines is scalene, isosceles, or equilateral.
Component 4C
Q1. A square has vertices at (0, 0) and (2, 0). Where are the other 2 vertices? (There is more than
one possible answer.)
20
Q2. An equilateral triangle has vertices at (0, 0) and (2, 0). Where is the other vertex? (There are 2
possible answers.)
Q3. A parallelogram has vertices at (0, 0), (2, 0). and (1, 1). Where is the other vertex?
21
Solving Problems using Co-Ordinate Geometry

Q1. What is the gradient and y-intercept of 𝑦𝑦 = 7𝑥𝑥 − 5 ?
Q2. What is the gradient of the line joining (3,5) and (-1, 9)?
Q3. Rewrite 2𝑥𝑥 + 3𝑦𝑦 − 6 = 0 in the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏
Q4. Draw a number plane and draw the equation of the line 𝑦𝑦 = 2𝑥𝑥 − 1

Gradient – is the slope or steepness of a line when viewing from left to right
y-intercept – where a line cuts the y- axis, where x=0
x-intercept – where a line cuts the x-axis, where y=0

22
Component 4A
Joshua is a champion skateboard rider. He is designing a ramp for himself to skate down
to complete a new trick.
He uses a number plane and a linear equation to design the ramp. The vertical height of
the ramp is 8 meters and the horizontal length of the ramp is 20 meters.
Component 4B
Q1. Draw a diagram to show the side of the ramp on a number plane. Place the right angle of the
ramp at the origin on the number plane.
Q2. What is the y-intercept?
Q3. What is the x-intercept?
Q4. What is the gradient of the ramp?
Q5. Write an equation for the ramp.
Component 4C
Joshua decided that the ramp was not steep enough. He made the ramp 4 meters higher.
Q1. On the same diagram as above, draw a diagram to show the new side of the ramp on the number
plane.
Q2. What is the gradient of the new ramp?
23
Q3. What is the new equation of the ramp?
Q4. If Joshua wanted the new ramp to have the same gradient as the old ramp, what would the new
horizontal length have to be?
24
Simultaneous Equations

1. Solve the pair of equations by elimination 2𝑥𝑥 + 𝑦𝑦 = 11 and 3𝑥𝑥 + 𝑦𝑦 = 15
2. Draw a sketch of 2𝑥𝑥 + 𝑦𝑦 = 11 on a number plane.
3. On the same number plane sketch 3𝑥𝑥 + 𝑦𝑦 = 15
4. What do you notice?

Equation – a statement that the values of two mathematical expressions are equal.
Simultaneous – happens at the same time.
Solution – the answer to a problem.

25
Component 4A
A dressmaker sells her sewing at a street stall. She has a set price for each skirt and each dress that
she sells at the stall. Last month, the dressmaker sold 6 skirts and 8 dresses and earned 6700 PHP in
all. This month, she sold 12 skirts and 10 dresses and earned 9500 PHP in all.
Component 4B
How much does the dressmaker charge for a skirt?
How much does the dressmaker charge for a dress?
Write a system of equations for the problem and use any algebraic methods to solve the problem.
Component 4C
Solve 2𝑥𝑥 + 5𝑦𝑦 = 9 and 2𝑥𝑥 + 3𝑦𝑦 = 7 simultaneously:

1. using algebraic methods
2. using graphical methods
26
Lesson Component 5: Reflection
27
Inequalities
Component 1: short Review

Questions
1. On the same number plane sketch:
a) 𝑦𝑦 < 4
b) 2 ≤ 𝑥𝑥 ≤ 5
𝑥𝑥
c) 𝑦𝑦 > − 2 + 1
2. Shade the region where the equations all intersect.

Inequality – compares two values, showing if one is less than, greater than, or simply not equal to
another value.
Region – is a space in the number plane that either is separated by lines or is surrounded by lines.
Minimum – the smallest value.
Maximum – the greatest value.
Cargo – the goods carried by a ship, aircraft, or other large vehicle.
Component 4A
An 18-wheel truck stops at a weigh station before passing over a bridge. The weight limit on the bridge is
25 000kg. The cab (front) of the truck 550 kg, and the trailer (back) of the truck weighs 700kg when
empty.
28
Component 4B
1. In kilograms, how much cargo can the truck carry on the trailer and still be allowed to cross the
bridge?
2. The mass of a sedan car is 1365kg. How many cars can be loaded onto the truck and still cross the
bridge?
3. The truck is required to carry some grain in silos. 20 silos can fit onto the back of the truck. Each
silo has a mass of 150kg and has a capacity of 500 liters. A liter of grain has a mass of 2.5 kg. If
each silo is full, can the truck cross the bridge?
Component 4C
A carpenter wants to buy two types of nails, the first type costs $6 per kilogram, and the second type
costs $9 per kilogram. He needs at least 5 kg of the first type and at least 3 kg of the second. He can only
spend less than $75.
1. Using 𝑥𝑥 to represent the amount of the first type and 𝑦𝑦 to represent the second type, state the
system of inequalities that represents this situation.
29
2. Graph these inequalities on a number plane.
3. Shade the area that represents the region of the solution to the number of nails he can buy
30
Relations and Functions

Questions
1. What is the domain and range of 𝑥𝑥 2 + 𝑦𝑦 2 = 16 ?
2. Evaluate the following functions:

a) 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 + 8 when 𝑥𝑥 = 5
b) 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 2 + 5𝑥𝑥 − 9 when 𝑥𝑥 = −3
3𝑥𝑥−1
c) 𝑓𝑓(𝑥𝑥) = 4𝑥𝑥+5 when 𝑥𝑥 = 6
3. State whether the following graphs represent a relation or a function.

Relation – is a set of ordered pairs.

Function – is a set of ordered pairs where there is only one y-value for each x-value.
31
Component 4A
The temperature in a swimming pool cools down each night to 20°C. When the owner puts the heater on
in the morning, the temperature increases at 0.1°C per minute until it reaches 27°C.
Component 4B
1. Write an expression for the relationship between the temperature P in Celsius degrees, and t,
time in minutes.
2. What restrictions would there be on the values of P and t?
3. What is the domain and range of the function?
4. On a number plane, draw a graph of the relationship between pool temperature and time in
minutes, during this heating phase.
Component 4C
32
A water tank has a capacity of 2 000 liters. Water leaks from two holes at the bottom of the tank so that
after 1 hour it has lost 20 liters and after 2 hours has lost 40 liters.
1. What is the independent variable?
2. What is the dependent variable?
3. Write a relationship to connect the dependent and independent variable.
4. What are the domain and range of the function?
5. Graph the function on a number plane.
33
34
Consolidation 2 Number Plane, Simultaneous Equations and Functions
1. For the line 𝑦𝑦 = 3𝑥𝑥 − 2:

Q1. What is the gradient?
Q3. Rewrite the equation in general form.
2. On the same number plane draw the graphs of 𝑦𝑦 = 2𝑥𝑥 + 1 and 𝑦𝑦 = −4𝑥𝑥 − 5.
Q1. What is the point of intersection?
Q2. Where does 𝑦𝑦 = 2𝑥𝑥 + 1 cross the x-axis?
Q3. Find the point intersection of the two lines algebraically.
3. Shade the region on the plane where 𝑥𝑥 + 𝑦𝑦 ≤ 1
4. Explain why 𝑥𝑥 2 + 𝑦𝑦 2 = 1 is a relation.
35
Parallel Lines – are lines in a plane that are always the same distance apart. Parallel lines never
intersect.
Perpendicular Lines – are lines that intersect at a right (90 degrees) angle.
Intercept – is the point where the line crosses the x-axis, called the x-intercept, and the point where the
line crosses the y-axis, called the y-intercept.
Gradient – is the slope or steepness of a line when viewing from left to right.
y-intercept – where a line cuts the y- axis, where x=0 the x-axis, where y=0.
Simultaneous – occurs at the same time.
x-intercept – where a line cuts.
Equation – a number sentence where one side equals the other.
Variable – a quantity that can change by having different values.
Number Plane – a two-dimensional number line where the vertical line is called the y-axis and the
horizontal is called the x-axis. The x-axis and the y-axis meet at right angles.
Inequality – compares two values, showing if one is less than, greater than, or simply not equal to
another value.
Region z – is a space in the number plane that either is separated by lines or is surrounded by lines.
Minimum – The smallest value.
Maximum – The greatest value.
Cargo-the goods carried by a ship, aircraft, or other large vehicle.
Equation – a number sentence where one side equals the other.
Variable – a quantity that can change by having different values.
Component 4A
David buys 2 tops and 2 shirts in a shop and in total they cost $18. Ellie buys
3 tops and 2 shirts in the same shop and they cost $22. Form two equations
and solve to find the cost of each top and each shirt.
Component 4B
36
Component 4C
Q1. Jason and Melanie have $26.30 in total. Melanie has $10 more than Jason. How much each do
Jason and Melanie have?
Q2. Ken is buying tokens to play games at a fun parlor. A turn on the ‘Kongs’ uses 3 tokens and a turn
on the ‘Cans’ uses 5 tokens. He only has enough money to buy 26 tokens. Write an inequality to
describe the situation. Shade the region on the number plane and explain why there are limits to
where you can shade.
37
If then Statement

Questions
1. In the following statement, determine which part is the hypothesis and which is the conclusion
a) If today is Tuesday, then tomorrow is Wednesday.
Hypothesis:
Conclusion:
b) If a truck weighs 200kg, then it weighs 200 000g.

Hypothesis:
Conclusion:
2. Write each statement in the ‘if-then’ form:

a) All monkeys love bananas.
b) Collinear points lie on the same line.
3. Determine if a statement is true or false. If it is false, give an example of why.

a) If an animal can swim, then it is a fish.
b) If two angles are congruent, then they are right angles.

Hypothesis is a statement or proposition that attempts to explain phenomena or facts. Hypotheses are
often tested to see if they are accurate.
Conclusion a judgment or decision reached by reasoning.
Counterexample an example that opposes or contradicts an idea or theory.

38
Component 4A
For each of the following statements, rewrite them in the if-then form to determine if each
conditional statement is true or false. If it is a false statement, provide a counterexample.
Component 4B
1. If Shirley hurries, she will arrive on time.
2. The picnic will be cancelled if it is raining.
3. Two planes that intersect have many points in common.
4. Angles along a straight line are supplementary.
Component 4C
Consider the statement "If 𝑥𝑥 is a positive integer or a solution to 𝑥𝑥 + 3 > 4, then 𝑥𝑥 > 0 and 𝑥𝑥 > 12."
Is this statement true?
39
Congruent Triangles
For the triangles shown above:

1. List all the corresponding angles.
2. List all the corresponding sides.
3. Draw a sketch of another triangle in a different position which is congruent to the two shown
above.
4. List all the tests you know to prove triangles are congruent.
5. Why do we not use a congruency test involving 3 angles?

Congruent triangles – have the same corresponding angle measures and side lengths.
Corresponding angles – occur on the same side of the transversal line and are equal in size.
Corresponding sides – are sides in the same position in any different 2-dimensional shapes.
40
Component 4A
Two triangles ABC and PQR are such that; AB = 3.5 cm, BC = 7.1 cm, AC = 5 cm, PQ = 7.1 cm, QR = 5 cm
and PR = 3.5 cm.
Component 4B
1. Draw a sketch of the triangles.
2. Show that the two triangles are congruent.
Component 4C
1. Which congruence rule do we use to confirm that the two triangles below are indeed congruent?
2. For the diagram below, show that △ ABC ≡△ DEC

41
42
Proof and Properties of Parallel Lines Cut by a Transversal
1. What are points on a straight line called?
2. What is the sum of supplementary angles?
3. What is the sum of complementary angles?
4. How many degrees in a revolution?
5. What is the angle sum of a triangle?
6. What is the angle sum of a quadrilateral?
7. What are two features of a parallelogram?
Congruence – identical in shape and size

Complementary angles – two angles are called complementary when their measures add to 90 degrees.
Supplementary angles – two angles are called complementary when their measures add to 90 degrees.
Corresponding angles – two angles that appear in the same place in two similar situations.
43
Component 4A
For the diagram below answer the following questions.
Component 4B
1. If ∠𝐺𝐺= 72°, what is the size of ∠𝐸𝐸? Explain you answer.
2. What other angles are the same size as ∠𝐺𝐺?
3. What is the sum of ∠𝐸𝐸 and ∠𝐶𝐶? Explain your answer.
4. Name all the other angles that are equal to ∠𝐴𝐴
Component 4C
Find the value of x, that makes these two lines parallel with a transversal crossing them.
44
45
Probability
1. If I have 5 cards that are numbered 1, 2, 3, 4, 5 in a box and I randomly choose a card, what is the
probability that the number on the card is even?
2. What is the probability that if the teacher picks a student at random from the class that it is a
boy?
3. If the teacher has a bag containing 4 red counters and 3 blue counters, what is the probability if
they choose a counter at random that it will be blue?

Probability – how likely something is to happen.
Experiment – an activity performed a number of times so the chance of an events happening can be
measured.
Outcome of an experiment – is the result of the experiment.
With replacement – if an item is removed in an experiment, it is then replaced for the next activity.
Without replacement – if an item is removed in an experiment, it is not replaced.

Component 4A
Paulo wants to design a probability experiment for his class. He uses 12 colored balls. He has 3
different colors of balls: red, white and green. He places the balls in a bag. He then removes a ball
from the bag.
Component 4B
Q1. If Paulo wants all the outcomes of the experiment to be equal, how many balls of each color
should he place in the bag?
Q2. Draw a diagram to represent the outcomes of the experiment.
46
Q3. What is the probability of getting a green ball?
Q4. If Paulo takes out a green ball first and does not replace it back into the bag, what is the
probability of taking out a green ball on a second draw? Draw a diagram to demonstrate your
answer.
Q5. If Paulo then removes all the balls from the bag and replaces them with a different combination
of the 3 colors, how many white balls would have to be in the bag to get a probability of 1/3 for a
draw of a white ball?
Component 4C
1. Design a different combination of colors (that means that the combination would not be 4 of each
color) for the 12 balls and calculate the probability of each color from a single draw? If there is a
second draw of a ball from the bag, find the difference between the probabilities for ‘with
replacement’ and ‘without replacement’.
47
Illustrates Experimental and Theoretical Probability

John rolled a 6-sided dice 16 times and recorded the outcomes shown.
Die Outcome Experimental results

1 II
2 IIII
3 I
4 III
5 IIIII
6 I
1. What is the probability of rolling a 5?
2. Is this what you expected?
3. Does the table provide information about experimental or theoretical probability?
4. Explain how you know.
Theoretical– the number of favorable outcomes divided by the total number of possible outcomes
Experimental– describes how frequently an event actually occurred in an experiment.
Component 4A
Jessie flips two coins 20 times to determine the experimental probability of landing on heads
versus tails. Here are his results.
Coin Outcome Experimental Results

H, H IIII
H, T IIIII
T, H IIIIII
T, T IIIII
48
Component 4B
Q1. What is the experimental probability of both coins landing on heads?
Q2. Draw a tree diagram to determine the possible theoretical outcomes.
Q3. Calculate the theoretical probability of both coins landing on heads.
Q4. Compare the theoretical probability and experimental probability.
Q5. What can Jessie do to decrease the difference between the theoretical probability and
experimental probability?
Component 4C
Q1 What are all the possible theoretical outcomes?
Q2 What is the probability of rolling a 6 and getting a head together?
49
Q3 How many possible theoretical outcomes would there be if Jessie rolled a 6-sided die and
tossed 2 coins at the same time?
Q4 What is the theoretical probability of rolling a 3 and tossing a head and a tail in any order?
50
Consolidation 3 If then, Congruence, Parallel Lines and Probability
1. Rewrite the statement as an ‘if-then’ statement.

a) All students like geometry.
b) The angles in an equilateral triangle are all equal.
2. Names all the tests for congruent triangles.
3. If a transversal crosses a pair of parallel lines, then the angles formed are co-interior,
corresponding or …?
4. If there are 10 cards, labelled 1 to 10, are shuffled and laid on a table, the probability of selecting
an even number is…..?

Hypothesis, Conclusion, Counterexample, Congruent triangles, Corresponding angles, Corresponding

sides, complementary, supplementary, corresponding, Probability, Experiment, Outcome of an
experiment, With replacement, Without replacement, Theoretical, Experimental
Component 4A
Component 4B
51
1. Calculate the Value of x.
2. Prove that ΔABC≡ΔDEF.
Component 4C
1. Joan decides to buy a triple scoop ice cream. She can choose from 5 different flavors, strawberry,
vanilla, chocolate, blueberry and sherbet. She can only have one scoop of the flavor she chooses.
How many different combinations of ice cream can she have?
2. A tire manufacturing company kept a record of the distance covered before a tire needed to be
replaced. The table shows the results of 1000 cases.
Distance (in km) Less than 4000 4000 to 9000 9001 to 14000 More than 14000
Frequency 20 210 325 445
If a tire is bought from this company, what is the probability that:
a) it must be substituted before 4000 km is covered?
52
b) it will last more than 9000 km?
c) it has to be replaced after 4000 km and less than 14000 km is covered by it?
53
Factors of Trinomials

1. Factorize 2𝑥𝑥 + 4
2. Factorize 3𝑥𝑥 − 9
3. Factorize 12𝑎𝑎2 + 6
4. Factorize 𝑥𝑥 2 + 3𝑥𝑥 3
5. Factorize 𝑥𝑥 2 + 5𝑥𝑥 + 6

Key words/terms
Product – the result of two or more numbers when multiplied together.
Factor – numbers or terms that divide exactly into another number or expression.
Squares – a number that is multiplied by itself.
Expand – to expand brackets, or multiply out, involves multiplying every term inside the bracket by the
term on the outside and then collecting like terms with the aim of removing the set of brackets.
Factorizing – find what can be multiplied to get a given expression.

Component 4A
If three times Alan’s age 6 years ago is subtracted from twice his present age, the result
would be equal to his present age. Find Alan’s present age.
Component 4B
Write an equation to show the information in the problem.
Simplify the expression and solve the problem.
54
Component 4C
If 18 is taken away from 8 times a number, the result is 30. Find the number.
55
Problems with Polynomials

Q1. Expand 3(5𝑥𝑥 − 12)
Q2. Factorize 15𝑎𝑎2 + 30𝑎𝑎
Q3. Expand and collect like terms to simplify 5( 3𝑡𝑡 − 4) + 6( 4 − 5𝑡𝑡)
Q4. Factorize 𝑥𝑥 2 + 9𝑥𝑥 + 20
Q5. Expand (𝑥𝑥 − 3)2

Key words/terms
Expression – numbers, symbols and operators (such as and times) grouped together that show the value
of something.
Simplest form – an expression is in simplest form when there are no more terms that can be combined.
Represent – to show or stand in place of.
Perimeter – the total length of a boundary or the distance around the outside of a shape.
Area – the space enclosed by the boundary of a plane figure.
Component 4A
Annie is going to buy a television set. She is unsure as to what size she should buy. She
uses a formula to determine the correct size to suit her wall. The length of the TV is
10𝑥𝑥 + 2 units and a width of 6𝑥𝑥 + 5 units.
Component 4B
Q1. Write an expression for the area of the TV in simplest form.
Q2. Write an expression to represent the perimeter of the TV in its simplest form.
56
Q3. If 𝑥𝑥 = 10𝑐𝑐𝑐𝑐, what is the area of the Tv in sq.cm?
Q4. If 𝑥𝑥 = 10𝑐𝑐𝑐𝑐, what is the perimeter of the Tv in cm?
Component 4C
Annie decided the TV was too big for her wall. She determined to let 𝑥𝑥 = 5𝑐𝑐𝑐𝑐.
Q1. Calculate the area of the TV set when 𝑥𝑥 = 5𝑐𝑐𝑐𝑐.
Q2. Calculate the perimeter of the TV set when 𝑥𝑥 = 5𝑐𝑐𝑐𝑐.
Q3. What do you notice about the area and perimeter of this TV as compared to the TV where
𝑥𝑥 = 10?
57
Simplifies Rational Algebraic Expressions
Simplify these expressions as far as possible.

15
Q1. 20
8𝑥𝑥
Q2. 8
10𝑎𝑎
Q3. 12𝑎𝑎
16𝑚𝑚2
Q4. 24𝑚𝑚3

Key words/terms

Component 4A
Peter and John want to practice their algebraic fraction skills. Their teacher
suggested that they write each other some questions to do so that they will have
more questions to improve their skills. Peter writes 5 questions and John writes
5 questions. Both Peter and John answer their own questions. They swap
questions and answer them. They then discuss their solutions to see if they got
them correct.
Component 4B
Peter’s Questions
Simplify each algebraic fraction.
11𝑎𝑎
Q1. 22
58
15𝑎𝑎𝑎𝑎
Q2. 25𝑎𝑎
9𝑥𝑥 2
Q3. 18𝑥𝑥
35𝑎𝑎2
Q4. 25𝑎𝑎2
16𝑥𝑥 2 𝑦𝑦 2
John’s Questions
Simplify each algebraic fraction.
21𝑎𝑎
Q1. 15
25𝑥𝑥𝑥𝑥
Q2. 35𝑦𝑦
18𝑥𝑥 2 𝑦𝑦
Q3. 12𝑥𝑥
28𝑚𝑚3
Q4. 2𝑚𝑚2
42𝑎𝑎𝑦𝑦 2
Q5. 8𝑎𝑎2 𝑦𝑦
Component 4C
After Peter and John completed their questions correctly, they decided to do some more difficult
questions to make sure she really understood how to simplify algebraic fractions. They asked their
friend, Ken, to write 3 more difficult questions for them both to complete.
24𝑎𝑎2 𝑏𝑏 3
Q1.
12𝑎𝑎2 𝑏𝑏 4
20𝑥𝑥 4 𝑦𝑦 5
Q2. 25𝑥𝑥 2 𝑦𝑦 3
15𝑥𝑥 3 𝑦𝑦 3 𝑧𝑧 5
Q3. 40𝑥𝑥 6 𝑦𝑦 4 𝑧𝑧 8
59
60
Solves Problems with Rational Expressions
Simplify these expressions as far as possible.

3𝑎𝑎
Q1. 12
1 2
Q2. 3 + 5
3𝑥𝑥 2𝑥𝑥
Q3. 5
− 6
5𝑎𝑎 3𝑎𝑎
Q4. 8
+ 12

Key words/terms

Component 4A
Ian is a doctor in a hospital. Ian uses algebraic expressions and formulae to determine
the amount of a certain medicine he needs to give a patient. The weight of the patient
determines how much medicine to administer.
For a particular medicine, Ian needs to weigh a patient in kilograms to determine how
much medicine in milligrams to administer. The formula is given below:
2𝑚𝑚 + 1 3𝑚𝑚 − 20
+
2 3
where m is the weight of the patient. The amount of medicine administers is measured
to the nearest milligram
Component 4B
Q2. A patient weighs 80 kg. How much medicine should be administered?
61
Q3. Another patient weighs 100 kg. How much medicine should be administered?
Component 4C
Ian realizes that the medicine administered to the patient did not cure the patient. The patient has lost a
lot of weight and now only weighs 70kg. He now tries another medicine. The formula for this new
medicine is:
5𝑚𝑚−3 6𝑚𝑚+1
8
+ 7
where m is the weight of the patient.
Q2. How much medicine does Ian need to give the patient.
62
Co-Ordinate Geometry
Q1. For the point (2,8):

a) What is the x-value?
b) What is the y-value?
c) What is the point half way between the origin and the point (2,8)?
Q2. Complete the co-ordinates in the table for 𝑦𝑦 = 𝑥𝑥 + 2
x -2 -1 0 1 2 3 4
y

Key words/terms
Distance – is the shortest distance between two points is a straight line.

Gradient – is the steepness and direction of a line as read from left to right.
Co-ordinate – are two numbers which locate a specific point on a coordinate plane.
Variable – is a quantity that can be changed and is not fixed.
Dependent–- dependent variable is the one that depends on the value of some other number.
Independent – a dependent variable in an equation that may have its value freely chosen without
considering values of any other variable.

Component 4A
The Bowling Alley in the city is having a special tournament! It costs $6 per hour to
hire a lane and shoe hire is a flat fee of $2.
Component 4B
Let t represent the time in hours and C represent cost ($).
Q1. construct a table of values for 0–3 hours for the cost of playing ten‐pin bowling.
t
C
63
Q2. Use your table of values to plot a graph of time versus cost. (Hint: Ensure your
time axis (horizontal axis) extends to 6 hours and your cost axis (vertical axis) extends to $40.)
Component 4C
Q2. What does the y-intercept mean in terms of cost?
Q3. Calculate the gradient of the line?
Q4. Why is the graph only in the first quadrant?

Time: 5 minutes
64
Consolidation
Component 1. Short Review
Factorize:
Q1. 10𝑎𝑎 + 5
Q2. 𝑥𝑥 2 + 7𝑥𝑥 + 10
Q3. 6𝑚𝑚2 + 13𝑚𝑚 − 5
Q4. 12𝑚𝑚2 − 16𝑚𝑚𝑚𝑚
Q5. 𝑦𝑦 2 − 𝑦𝑦 − 20
Component 3: Language Practice

Revise the language encountered during the week
expression, simplest form, represent, perimeter, area, cancel, simplify, common factor, product,
squares, expand, factorize, distance, gradient, co-ordinate, variable, dependent, independent

Component 4A
Factorize:
Q1.3𝑥𝑥 + 6
Q2. 4𝑥𝑥 2 + 2𝑥𝑥
Q3. 15𝑎𝑎4 − 10𝑎𝑎
Q4. 𝑚𝑚2 + 5𝑚𝑚 + 4
Q5. 𝑦𝑦 2 − 8𝑦𝑦 + 15
Component 4B
Expand:
Q1. 3(3𝑎𝑎 + 8)
Q2. 2𝑚𝑚(3𝑚𝑚 + 6)
Q3. (𝑚𝑚 − 5)(𝑚𝑚 + 5)
Simplify:
3𝑏𝑏
Q1. 𝑏𝑏3
65
25𝑥𝑥 2
Q2. 5𝑥𝑥 5
36𝑎𝑎4
Q3. 16𝑎𝑎3
Component 4C
Q1. When a number is added to the square of itself, the answer is 12. What could the number be?
Q2. On a number plane, graph the line 𝑦𝑦 = 2𝑥𝑥 − 5.
Q2a. What is the gradient of the line?
Q2b. What is the y-intercept of the line?
66
Simultaneous Equations
Component 1
Answer the following questions:
1. Solve the equation 2𝑥𝑥 + 1 = 11
2. Solve the equation 3𝑥𝑥 + 9 = 15
3. Write an equation for the scenario ‘Five times a number minus 6 is equal to 14’.
4. Solve the equation you have found to find the answer.
5. Solve simultaneously 𝑥𝑥 + 𝑦𝑦 = 1 and 𝑥𝑥 + 2𝑦𝑦 = 5
Component 3 Language practice)

Key words/terms
Equation – a statement that the values of two mathematical expressions are equal.
Simultaneous – happens at the same time.
Solution – the answer to a problem.
Component 4 :Lesson Activity

Component 4A
The sum of two numbers is 14 and their difference is 2. Find the numbers.
Component 4B
1. Write 2 equations for the information in the question.
2. Use any method to solve the equations simultaneously.
67
3. Solve the equations in a different way.
Component 4C
Two pens and one eraser cost 35PHP and 3 pens and four erasers cost 65PHP. Find the cost of a pen
and the cost of an eraser.
1. Write 2 equations for the information in the question.
2. Use any method to solve the equations simultaneously.
3. Solve the equations in a different way.
68
69
Congruent Triangles

1. Draw 2 congruent triangles and label each angle.
2. List all the corresponding angles.
3. List all the corresponding sides.
4. List all the tests you know to prove triangles are congruent.

Key words/terms
Congruent triangles – have the same corresponding angle measures and side lengths.
Corresponding angles – are on the same side of the transversal line and are equal in size.
Corresponding sides – are in the same position in any different 2-dimensional shapes.

Component 4A
70
Component 4B
Q1. Which triangles are congruent? (Note: there is more than one answer)
Component 4C
Chris and James each draw a triangle with one side of 10cm, one angle of 45° and one angle of 85°.
James says their triangles are congruent.
Explain why James is incorrect.
71
Proof

1. Describe at least two features of parallel lines.
2. Describe one feature of perpendicular lines.
3. What is the difference between complementary and supplementary angles?
4. What is the line that crosses 2 parallel lines called?
5. What is special about vertically opposite angles?

Key words/terms
Congruence – identical in shape and size.

Complementary angles – two angles are called complementary when their measures add to 90 degrees.
Supplementary angles – two angles are called complementary when their measures add to 90 degrees.
Corresponding angles – two angles that appear in the same place in two similar situations.

Component 4A
Component 4B
1. What is the size of ∠𝐶𝐶? Explain you answer.
2. What other angles are the same size as ∠𝐺𝐺?
3. What is the sum of ∠𝐴𝐴 and ∠𝐵𝐵? Explain your answer.

72
4. Name all the other angles that are equal to ∠𝐴𝐴.
Component 4C
Q1. Find the value of x that makes these two lines parallel with a transversal crossing them.
73
Probability
Out of 300 students in a school, 95 only play cricket, 120 only play football, 80 only play volleyball and 5 play
no games.
If one student is chosen at random, find the probability that:
Q1. they play volleyball.
Q2. they play either cricket or volleyball.
Q3. they play neither football nor volleyball.

Key words/terms
Probability – how likely something is to happen.

Experiment – an activity performed a number of times so the chance of an events happening can be
measured.
Outcome of an experiment – is the result of the experiment.
Complementary event – is when one event occurs if and only if the other does not. The probabilities
of two complimentary events add up to 1.

Component 4A
The blood group of 60 students of a class recorded as below.
Blood Group A B AB O
Number of Students 12 20 10 18
Component 4B
A student of the class is selected at random.
Q1. What is the probability that the selected student has blood group O?
Q2. What is the probability that the selected student does not have blood group O?
74
Q3. What is the probability of a student having either blood group A or blood group B?
Component 4C
A box contains 90 discs numbered 1 to 90. One disc is drawn at random from the box. What is the
probability that it is:
Q1. a single-digit number
Q2. a perfect square
Q3. a multiple of 5
Q4. a number divisible by 3 and 5.
75
Experimental and Theoretical Probability
Q1. A 6-sided die is rolled with the numbers 1-6 on each face. Find the probability of rolling an odd
number.
Q2. Which of these numbers cannot be a probability?

a) -0.00001
b) 0.5
c) 1.001
d) 0
e) 1
f) 20%
Q3. If two 6-sided dice are rolled, find the probability that the sum of the numbers on the uppermost
faces is:
a) equal to 1
b) equal to 4
c) less than 13

Key words/terms
Theoretical – the number of favorable outcomes divided by the total number of possible outcomes.
Experimental – describes how frequently an event actually occurred in an experiment.

Component 4A
A die is rolled and a coin is tossed.
76
Component 4B
Q1. Write down all the possible theoretical outcomes.
Q2. Find the probability that the die shows an odd number and the coin shows a head.
Q3. Calculate the theoretical probability of the coin landing on a head and rolling a 6 with the die.
Component 4C
Lily had a jar which contained 3 red marbles, 7 green marbles and 10 white marbles that she wanted
to use for an experiment.
Q1. If a marble is drawn from the jar at random, what is the probability that this marble is white?
Q2. Lily decided to make the experiment more interesting and decided to add more marbles into the
jar. She added 2 red marbles and 3 green marbles. What is the probability of getting a white marble
after she added the other red and green ones?
77
Consolidation
1. Which of these is not a test for congruent triangles?
ASA, SSS, SAS, AAA
2. Complete the following statement:

“Vertically opposite angles are ……………………………………………………...”
3. If a 6-sided die is rolled, what is the probability of rolling a prime number?
4. Solve 2𝑥𝑥 − 𝑦𝑦 = 5 and 3𝑥𝑥 − 𝑦𝑦 = 9 simultaneously

Key words/terms
Equation, Simultaneous, Solution, Congruent triangles, Corresponding angles, Corresponding sides,

complementary, supplementary, corresponding, Probability, Experiment, Outcome of an experiment,
With replacement, Without replacement, Theoretical, Experimental

Component 4A
1000 tickets were sold to a concert. Adult tickets cost $85, children's tickets cost $45, and a total of
$73000 was collected.
Component 4B
Q1. How many tickets of each kind were sold?
Component 4C
78
Max tested a coin to see whether it was fair. The table shows the results of his coin toss experiment:
Heads Tails
26 41
Max stated that the coin is not fair. Is he correct? Explain your answer.
79

NLC23 - Grade 8 Consolidation Mathematics Student Workbook - Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NLC23 - Grade 8 Consolidation Mathematics Student Workbook - Final

Uploaded by

Copyright:

Available Formats

8

Component 1: Short Review

2. Factorize 4𝑥𝑥 2 + 20x

5. Factorize 9𝑏𝑏 2 -3b +2

Component 3: Lesson Language Practice

Key words/terms are:

Component 4: Lesson Activity

ii) Simplify the expression.

iii) Solve the problem.

Q1. Write expressions to show the information in the problem.

Q2. Form a trinomial using your expressions from Q1.

Q3. Factorize to solve the problem.

Q4. Why is one of the solutions not useable?

Q5. What are the ages of the mother and daughter?

Component 5: Lesson Conclusion

Component 1: Short Review

Q1. Expand 3(2𝑥𝑥 + 5)

Q2. Factorize 24𝑎𝑎 − 16𝑎𝑎2

Q4. Factorize 𝑥𝑥 2 + 7𝑥𝑥 + 6

Q5. Expand (3𝑏𝑏 − 5)2

Component 3: Lesson Language Practice

Key words/terms are:

Expression – numbers, symbols and operation grouped together.

Q3. Why would this expression be useful for Joe?

Component 5: Lesson Conclusion

Component 1: Short Review

Simplify these expressions as far as possible:

Component 3: Lesson Language Practice

Simplify – reduce the expression into a simpler form.

Component 4: Lesson Activity

10𝑥𝑥 3 12𝑦𝑦 7 7𝑧𝑧 10

Component 5: Lesson Conclusion

Component 1: Short Review

Component 3: Lesson Language Practice

Simplify – reduce the expression into a simpler form.

Component 4: Lesson Activity

Q1. Simplify this expression.

Component 5: Lesson Conclusion

Component 1: Short Review

b) The distance between them.

c) The midpoint of the interval which joins them.

Q2. Complete the co-ordinates in the table for 𝑦𝑦 = 3𝑥𝑥 + 2

c) What is the gradient of the line?

Component 3: Lesson Language Practice

Key words/terms are:

Number of chocolate squares (C) y-axis

Q5 Plot the graph of the coordinate points from the table.

Q7. Why is the graph only in the first quadrant?

Q2. What is the gradient of the line 𝑦𝑦 = 2𝑥𝑥 + 1?

Q3. What is the y-intercept of the line 𝑦𝑦 = 2𝑥𝑥 + 1?

Component 1. Short Review

Q3. 6𝑚𝑚2 + 13𝑚𝑚 − 5

Q4. 12𝑚𝑚2 − 16𝑚𝑚𝑚𝑚

Component 3: Language Practice

Component 4: Lesson Activity

Q3. 4𝑚𝑚2 − 12𝑚𝑚 + 5

Q4. 15𝑚𝑚2 − 20𝑚𝑚𝑚𝑚

Q2. (2𝑎𝑎 + 5)2

Q3. (3𝑚𝑚 − 5)(3𝑚𝑚 + 5)

Q1. What is the gradient of the line?

Q3. On the same number plane, graph a line parallel to 𝑦𝑦 = 3𝑥𝑥 − 5.

Component 5: Lesson Conclusion

Component 1: Short Review

Q2. What is the y-intercept of the line 𝑦𝑦 = 3𝑥𝑥 − 7?